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Exploring preschool teachers’ professional profiles in Swedish preschool: a latent class analysis

Journal article
Authors Panagiota Nasiopoulou
Pia Williams
Sonja Sheridan
Kajsa Yang Hansen
Published in Early Child Development and Care
Volume 189
Issue 8
Pages 1306-1324
ISSN 0300-4430
Publication year 2019
Published at Department of Education, Communication and Learning
Department of Education and Special Education
Pages 1306-1324
Language en
Keywords Preschool teachers, professional profiles, latent class analysis
Subject categories Pedagogy, Educational Sciences, Learning


This article explores preschool teachers’ professional profiles in Sweden. Considering various educational policy reforms in Sweden the last decades, this study is grounded in interactionist perspectives and Bronfenbrenner’s bio-ecological model. A set of multiple professional indicators related to preschool teachers’ educational background, personal characteristics and their working context were analysed applying latent class analysis as a person-oriented approach. The sample consists of 698 preschool teachers across different preschools in 46 municipalities in Sweden. The analysis revealed two subgroups of preschool teachers’ professional profiles: (a) late educated (after the introduction of preschool curriculum in 1998) and (b) early educated (before the introduction of preschool curriculum in 1998). The pattern of graduation year, experience, continuous professional development and specified assignment in preschool was the most distinctive pattern across these profiles. Findings add to the ongoing debate on preschool teachers’ professionalization suggesting an alternative analytic approach examining multiple indicators characterizing preschool teachers’ professional profiles.

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